Abstract

This chapter discusses the challenges that school systems face as a result of globalisation and sustainability. It considers how the development of policy and effectiveness research in the new emerging paradigm will, in future, be tied to the process of translating global trends to national and local contexts. This realignment (in many ways, a reverse) of earlier approaches anticipates micro-level intervention alongside macro-level socio-political and environmental innovation. Whereas policymakers around the world have, up to now, driven education in large measure using industrially derived economic imperatives and have devolved liability for ineffective outcomes to communities, the emergent ecological sustainability paradigm points towards metrics that establish connections between different parts of systems, and assesses how these connections can be changed so that systems can work more harmoniously, global-to-local, and back again.

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